Bifocal Modeling: Promoting Authentic Scientific Inquiry Through Exploring and Comparing Real and Ideal Systems Linked in Real-Time

Chapter
Part of the Gaming Media and Social Effects book series (GMSE)

Abstract

The improvement of STEM education through new pedagogies and technologies has been the chief concern of policy-makers and educators for the past decades. Common threads among the proposed solutions have been to promote inquiry, discovery, and authentic scientific practices in the classroom. In this chapter, we present a novel inquiry-based framework which combines computer simulations and real-world sensing in real-time: bifocal modeling. Even though educational researchers have come to realize the potential of simulations, computer models, and probeware separately, little research and design have been done on the combination of these new technologies. When creating a bifocal model, students build a computer simulation and the analogous sensing apparatus, and link them in real-time, being able to validate, compare, and refine their conceptual models using data. In this chapter, I will focus on the technical and pedagogical aspects of this framework, describe several example models, and discuss four pilot studies, which suggest that the synergy between physical and simulated systems catalyzes further inquiry toward a deeper understanding of the scientific phenomena.

Keywords

Computer modeling Sensing Constructivism Physical computing Bifocal modeling Constructionism Probeware Scientific inquiry 

Notes

Acknowledgments

Thanks to Shima Salehi, Tamar Furhmann, Bertrand Schneider, and Daniel Greene for their work in the research and earlier versions of this chapter, and Elayne Weissler-Martello for her proofreading work. Special thanks to the students who created the bifocal models shown in this article. This work is funded by the NSF CAREER Award #1055130, NSF DRL 1020101, the Stanford MediaX program, and the Stanford Lemann Center for Educational Entrepreneurship and Innovation in Brazil.

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Copyright information

© Springer Science+Business Media Singapore 2014

Authors and Affiliations

  1. 1.Graduate School of EducationStanford UniversityStanfordUSA

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